Article Per Year (5 Year)
p-Index From 2020 - 2025
13.361
P-Index
This Author published in this journals
All Journal International Journal of Evaluation and Research in Education (IJERE) Jurnal Ilmu Pendidikan Ilmu Pendidikan Jurnal Pendidikan Vokasi Cakrawala Pendidikan Jurnal Pendidikan Humaniora Indonesian Journal of Applied Linguistics (IJAL) Jurnal Pendidikan Bahasa Inggris Journal of Education and Learning (EduLearn) Pandecta Tadris: Jurnal keguruan dan Ilmu Tarbiyah Jurnal Celtic TEFLIN Journal: A publication on the teaching and learning of English Jurnal Mahasiswa Fakultas Hukum Erudio: Journal of Educational Innovation English Review: Journal of English Education Jurnal Al-Tadzkiyyah Celt: A Journal of Culture, English Language Teaching & Literature KARSA: Jurnal Sosial dan Budaya Keislaman (Journal of Social and Islamic Culture) Journal on English as a Foreign Language (JEFL) JEES (Journal of English Educators Society) Jurnal Pendidikan: Teori, Penelitian, dan Pengembangan Journal of English Language, Literature, and Teaching (J-ELLiT) AL ISHLAH Jurnal Pendidikan Jurnal Obsesi: Jurnal Pendidikan Anak Usia Dini LLT Journal: A Journal on Language and Language Teaching Dinamika Ilmu IJoLE: International Journal of Language Education Al-Hayat: Journal of Islamic Education Voices of English Language Education Society English Language Teaching and Research Proceedings of ISELT FBS Universitas Negeri Padang JTP - Jurnal Teknologi Pendidikan Indonesian Journal on Learning and Advanced Education (IJOLAE) JOURNAL OF ENGLISH FOR ACADEMIC JET (Journal of English Teaching) Jurnal Penelitian dan Pengkajian Ilmu Pendidikan: e-Saintika REiLA: Journal of Research and Innovation in Language Journal of K6 Education and Management IJELR: International Journal of Education, Language, and Religion JOLLT Journal of Languages and Language Teaching Journal of English Language and Education Bahasa dan Seni: Jurnal Bahasa, Sastra, Seni, dan Pengajarannya DINAMIKA ILMU: Jurnal Pendidikan JEELS (Journal of English Education and Linguistics Studies) Studies in English Language and Education Prosiding Seminar Nasional Pascasarjana Proceeding of International Conference on Science, Education, and Technology International Journal of Educational Best Practices REGISTER JOURNAL Jurnal Pendidikan Progresif ETERNAL: English Teaching Journal
Utami Widiati
Universitas Negeri Malang
Religion Arts Humanities Decision Sciences, Operations Research & Management Education Languange, Linguistic, Communication & Media Law, Crime, Criminology & Criminal Justice Library & Information Science Mathematics Physics Social Sciences Other

Published : 128 Documents Claim Missing Document
Claim Missing Document
Check
Articles

Found 128 Documents
Search

 1   2   3   4   5 
Working memory capacity, content familiarity, and university EFL students’ reading comprehension Heriyawati, Dwi Fita; Saukah, Ali; Widiati, Utami
Indonesian Journal of Applied Linguistics Vol 8, No 1 (2018): Vol. 8 No. 1, May 2018
Publisher : Universitas Pendidikan Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.17509/ijal.v8i1.11458

Abstract

This study explores the effect of working memory capacity (WMC) and content familiarity (CF) on EFL reading comprehension. Seventy senior students from a private university in Malang, Indonesia, were involved in the study, having been selected based on their English proficiency of at least pre-advanced level. These students were required to complete a reading span test for the WMC and a multiple-choice reading test based on CF. The findings of this study show that there is no interaction effect between WMC as the main independent variable and CF as the moderator variable; this implies that the students with higher WMC comprehend texts better than those with lower WMC, regardless of whether they are familiar or not with the texts.
Autonomous English learning: Teachers’ and students’ perceptions Khotimah, Khusnul; Widiati, Utami; Mustofa, Mutmainnah; Ubaidillah, M. Faruq
Indonesian Journal of Applied Linguistics Vol 9, No 2 (2019): Vol. 9, No. 2, September 2019
Publisher : Universitas Pendidikan Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.17509/ijal.v9i2.20234

Abstract

This study aims at investigating teachers’ and students’perceptions of autonomous learning in English language teaching and to what extent the teachers foster students’ autonomous learning. A set of questionnaire was distributed to 30 English teachers and 283 third-year secondary school students in the provincial part of Indonesia. The participants in this study were randomly selected. Furthermore, to obtain the supplementary data, an interview was conducted to two students from each school. The findings indicate that albeit positive tenets on autonomous learning were held by both teachers and students, they still had inadequate understandings of what autonomous learning concepts are. In terms of exposing students to autonomous learning, the teachers possess highly-driven endeavor. This study ends with suggestions for teachers and teacher education programs.
UNRAVELING THE CHALLENGES OF INDONESIAN NOVICE TEACHERS OF ENGLISH Widiati, Utami; Suryati, Nunung; Hayati, Nur
Indonesian Journal of Applied Linguistics Vol 7, No 3 (2018): Vol. 7 No. 3, January 2018
Publisher : Universitas Pendidikan Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.17509/ijal.v7i3.9824

Abstract

This paper reports on a study aiming to unravel the challenges that Indonesian novice teachers of English have to cope with, in terms of lesson planning and implementation, classroom management, and professional development. It also inquires into the teachers’ pre-service teacher education experience and support system provided by the school, which might relate to their challenges. The study is a qualitative case study involving eleven English teachers of secondary schools (junior and senior high schools and vocational schools) in Malang areas who have less than five years of teaching experience. Data were collected through open-ended questionnaires followed up with semi-structured interviews as a means to clarify and elaborate what the respondents had written in the questionnaires. The study reveals various challenges faced by these novice teachers, including planning and implementing a lesson based on the 2013 Curriculum, designing and applying motivating learning strategies and assessment procedure that would be applicable to a class of students with a relatively low level of ability, and managing a big class. It concludes with some recommendations to bridge the gap between the pre-service and in-service teacher education and professional development.
Reflective practice on lesson planning among EFL teacher educators Amalia, Lulu Laela; Widiati, Utami; Basthomi, Yazid; Cahyono, Bambang Yudi
Indonesian Journal of Applied Linguistics Vol 10, No 1 (2020): Vol. 10, No. 1, May 2020
Publisher : Universitas Pendidikan Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.17509/ijal.v10i1.25025

Abstract

As an important part of teacher professional development, a reflective practice started to flourish in the 1980s. Along with it, many scholars have researched reflective practice in various fields, one of which is English Language Teaching. The present study explores reflective practice by teacher educators in a doctoral program, focusing on how they reflect on the journey of planning their lessons ranging from their earliest teaching years up to their future hope. Narrative inquiry with a multiple case study design is employed in this study. The data in this study, which included both narrative and non-narrative data, are collected by using narrative frames and interviews. The data are then coded and analyzed using thematic analysis. The results of the study show how learning from experience in lesson planning helps teacher educators improve their teaching performance.
THE PRACTICES OF INTENTIONAL VOCABULARY ACQUISITION FOR ASIAN EFL LEARNERS: A SYSTEMATIC REVIEW Peggy Magdalena Jonathans; Utami Widiati; Indri Astutik; Devinta Puspita Ratri
English Review: Journal of English Education Vol 9 No 2 (2021)
Publisher : University of Kuningan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.25134/erjee.v9i2.4350

Abstract

This systematic literature review attempts to shed light on the practice of vocabulary acquisition in EFL contexts (incidental versus intentional mode) and the recommendation for Asia. Aiming to fill theoritical gap, the present study elucidates methodological-related variables dealing with vocabulary acquisition Asia EFL teaching mostly needed and relevantly applicable. The study serves as a call for Asia EFL teachers to elaborate all reviewed components into ELT practice and curriculum. PRISMA is applied for the study methodology while inclusion criterion used to key terms in search engines which found 13,653 articles, and resulted into 27 the most related studies within the 15-year-time frame after being circumscribed, comprising publication on incidental and intentional vocabulary acquisition. The findings from the analysis indicated that extensive reading as the main input with additional of other skills. Exposure and repetition for meanings and retentions should be balancedly planned preventing from counterproductive effects. The explicit instruction needs of integration of interrelated components for the acquisition and learning to occur, namely input, media, time length, meanings, tasks, EFL teachers roles, L2 learners motivation, references, and evaluation. The larger the vocabulary size, the greater their engagement in L2 learning and real communication. The pedagogical implication recommends strongly intentional vocabulary acquisition with intentional vocabulary mode as supplementary since the two modes codeswitch in the cognitive domain.
EXPLORING EFL TEACHERS’ NEW PEDAGOGICAL CONTENT KNOWLEDGE OF GENRE-BASED APPROACH Suharyadi Suharyadi; Utami Widiati; Yazid Basthomi
English Review: Journal of English Education Vol 10 No 1 (2021)
Publisher : University of Kuningan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.25134/erjee.v10i1.5348

Abstract

This study aimed at exploring the EFL teachers’ pedagogical content knowledge of GBA and English instruction in the Indonesian context. The data were collected from 42 senior high school English teachers by making use of a set of questionnaires, interviews, and observations. The first type of data was analyzed through a response counting to calculate the scores and percentages, with which the categories of teachers’ knowledge were engineered. Meanwhile, the second type of data was analyzed by describing all indicators in the observation checklists (in the forms of spoken cycle and written cycle and four stages of teaching: building knowledge of the field, modeling of the text, joint construction of the text, and independent construction of the text). The data analysis reveals that the English teachers’ pedagogical content knowledge of GBA can be classified into two major groups: 38.1% English teachers had deep knowledge and 61.9% English teachers had shallow knowledge. In connection to the classroom teaching, teachers with these different levels of knowledge are identical in implementing the guidelines of spoken and written cycles. One of the essential implications is that both categories of EFL teachers need to understand theories of GBA and concepts of GBA used in the curriculum more in-depth as the reference and signpost to perform a better classroom teaching. 
Indonesian EFL students’ verbal episodes in proficiency pairings Ani Susanti; Utami Widiati; Bambang Yudi Cahyono; Tengku Intan Suzila Tengku Sharif
International Journal of Evaluation and Research in Education (IJERE) Vol 11, No 1: March 2022
Publisher : Institute of Advanced Engineering and Science

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.11591/ijere.v11i1.22025

Abstract

The quality of collaborative writing process to some extent depends on the verbal episodes occurring during the collaboration. This study aimed to describe English as a foreign language (EFL) students’ verbal episodes in proficiency pairings. A case study design was used in this study. It involved 40 EFL students of the English department in an Indonesian university. They were divided into two groups based on the types of proficiency pairings: heterogeneous (20 students) and homogenous (20 students). Therefore, this study was also intended to identify which of the two types of proficiency pairings produces more verbal episodes than the other. The verbal processes were audio recorded and then transcribed. The audio transcriptions were analyzed for common themes related to episode categorization. To ensure the reliability of the episode analysis, inter-coder, and intra-coder checks were employed. The results showed that Indonesian EFL students used three major types of verbal episodes: language-related episodes (LREs), text-related episodes (TREs), and scaffolding episodes (SEs). The study also revealed that proficiency levels determined the categories of LREs and SEs most frequently produced by the heterogeneous and homogeneous pairs. Both the heterogeneous and homogeneous pairs were likely to produce almost the same frequencies of categories of TREs more particularly in terms of organization and content. Further research might explore the link between the number of episodes and the learning gains.
EFL teachers’ perceptions on professional development for language proficiency maintenance and improvement Him’mawan Adi Nugroho; Utami Widiati; Ani Susanti
International Journal of Evaluation and Research in Education (IJERE) Vol 11, No 3: September 2022
Publisher : Institute of Advanced Engineering and Science

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.11591/ijere.v11i3.22966

Abstract

This case study investigated the phenomenon of English as a foreign language (EFL) teachers’ perceptions of professional development (PD) related to language proficiency, which has become a critical issue in the field of EFL teaching and has played an important role in facilitating students to learn English well. Interview guides were employed as the main instrument to elicit information about PD activities related to language proficiency maintenance and improvement, comprising closed-ended and open-ended items. The participants of the study were six professional EFL teachers who have had 5 to 30 years of teaching experience, selected from high schools in a capital city in Indonesia. Data were analyzed descriptively to result in frequencies of importance levels and qualitatively to explore patterns of PD activities. The results showed that two factors affecting the participants’ acknowledgement of the importance of language proficiency PD activities: the need to maintain and improve language proficiency and the benefits of proficiency for teaching and learning. It is recommended that Indonesian EFL teachers develop self-awareness of the importance of improving their skills not only pedagogically but also professionally and realize that PD for language proficiency in particular is imperative to help them keep their professionalism high. 
The effect of proficiency pairings on EFL students’ writing ability in genre-based approach context Ani Susanti; Utami Widiati; Bambang Yudi Cahyono
International Journal of Evaluation and Research in Education (IJERE) Vol 9, No 1: March 2020
Publisher : Institute of Advanced Engineering and Science

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (410.459 KB) | DOI: 10.11591/ijere.v9i1.20439

Abstract

This study aimed to know if students who work in heterogeneous (HET) pairs have significantly better writing ability than those who experience working in homogenous (HOM) pairs. This study involved two intact classes that consist of 40 EFL students taking the Intermediate Reading and Writing course in the English Education Department in one of the large private universities in Indonesia. This study employed a causal-comparative design and lasted for twelve meetings including pretest and posttest. The two groups of HET pairs and HOM pairs experienced collaborative writing activities following the steps of the Genre-based Approach. The data were collected through writing pre-test and post-test. The data were analyzed using descriptive statistics and Mann Whitney to compare the students’ post-test scores. The findings show that both high and low proficiency students who experienced collaborative writing in homogenous proficiency pairings have better writing ability than those who experienced collaborative writing in heterogeneous proficiency pairings. This indicates that pair collaboration can support language learning more optimally when there are no large proficiency gaps among pairs.
ATTITUDES TOWARD EXTENSIVE READING AMONG ENGLISH TEACHERS OF SENIOR HIGH SCHOOLS Ima Dwi Lailatul Firda; Utami Widiati; Ekaning Dewanti Laksmi; Nur Hayati
Jurnal Ilmu Pendidikan Vol 24, No 1 (2018): June
Publisher : Universitas Negeri Malang

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (408.329 KB) | DOI: 10.17977/um048v24i1p1-9

Abstract

Abstract: Attitudes Toward Extensive Reading Among English Teachers of Senior High Schools. This survey aims to investigate the attitudes of 32 English teachers of public senior high schools in a district in East Java Province, Indonesia, toward Extensive Reading (ER) as one of the ways of improv­ing reading habit, covering the teachers’ cognitive, behavioral, and affective attitudes. Questionnaires in the form of closed-ended and open-ended questions were used as the main instrument to collect the da­ta, complemented with interviews with sampled teachers to gain more in-depth understanding of the phenomena under study. The results show that cognitively, most English teachers have positive cogni­tive attitudes, which implies good understanding of ER. The teachers’ affective attitudes also reflect their eagerness to know more about implementing ER and to find ways of solving potential problems. However, in terms of behavioral attitudes, the data show that the teachers are still in doubt to conduct ER program due to several problems, such as time allotment, reading resources, students’ motivation, curriculum and school programs, learning assessment, and school rules. The findings imply the need for policy makers at school and government’s educational agencies, as well as experts in the field to help support the teachers in setting up ER program at schools by addressing the issues that teachers are con­cerned with.Abstrak: Sikap Guru Bahasa Inggris Sekolah Menengah Atas Terhadap Membaca Ekstensif. Studi survei ini bertujuan untuk menyelidiki sikap (kognitif, konatif, dan afektif) dari 32 guru bahasa Inggris Sekolah Menengah Atas di salah satu kota di Provinsi Jawa Timur, Indonesia, terhadap mem­baca ekstensif sebagai salah satu cara untuk meningkatkan kebiasaan membaca. Kuesioner dalam bentuk pertanyaan tertutup dan terbuka digunakan sebagai instrumen utama untuk mengumpulkan data, serta dilengkapi dengan wawancara dengan guru sampel untuk mendapatkan pemahaman mendalam tentang fenomena yang diteliti. Hasil penelitian menunjukkan bahwa secara kognitif, sebagian besar guru bahasa Inggris memiliki sikap kognitif positif, yang menyiratkan pemahaman yang baik tentang membaca eks­tensif. Sikap afektif guru juga mencerminkan keinginan mereka untuk mengetahui lebih banyak tentang penerapan membaca ekstensif dan untuk menemukan cara memecahkan masalah potensial. Namun, da­lam hal sikap konatif, data menunjukkan bahwa guru masih ragu untuk melakukan program membaca ekstensif karena beberapa masalah, seperti alokasi waktu, sumber bacaan, motivasi siswa, kurikulum dan program sekolah, penilaian pembelajaran, dan peraturan sekolah. Hasil-hasil ini menyiratkan per­lunya pembuat kebijakan di sekolah dan lembaga pendidikan pemerintah, serta para ahli di lapangan untuk membantu mendukung para guru dalam menyiapkan program membaca ekstensif di sekolah-sekolah dengan menangani isu-isu yang berkaitan dengan guru.
Co-Authors , Nunung Suryati Abd. Hakim Muslim Ach. Amirudin Adelia Febriani Afandi, Titah Afendi Hamat Agria Golda Vegetari Ahmad Heki Sujiatmoko Ajeng Dini Arfianti Ali Saukah Amalia, Suci Nugrah Aminuyati Anang Santoso Andika Agung Sutrisno Andina, Diah Maya Ani Susanti Anik Nunuk Wulyani Anik Nunuk Wulyani Annishah Any Eka Nur Hidayati Arik Susanti Ary Fauzi Asnawi Muslem Atika Kumala Dewi, Atika Kumala Aurora Paramahita Kusumawardhani Aziz, Imam Nur Bambang Yudi Cahyono Beby Maharani Masyitha Beleven Khrismawan Budi Eko Soetjipto Budi Waluyo Chusnul Chotimah, Ima Damayanti, Elok David Imamyartha Dedi Kuswandi Degeng, I Nyoman Delsa Miranty Devinta Puspita Ratri Devinta Puspita Ratri Dhaifi, Ilzam Diah Maya Andina Dina Puspita Rini Diska Fatima Virgiyanti Dwi Fita Heriyawati Ekaning Dewanti Laksmi Eko Ariwidodo El Khoiri, Niamika El Sulukiyyah, Ana Ahsana Emy Sudarwati Endah Yulia Rahayu Enny Irawati Ery Tri Djatmika RWW Eva Nikmatul Rabbianty, Eva Nikmatul Evynurul Laily Zen Fachrurrazy Fachrurrazy Fadilla Halim Faradila Masuara Fazri Nur Yusuf Fitriah, Rina Fitriatul Masitoh Fitriyah, Ima Flora Debora Floris Francisca Maria Ivone Furaidah Gazali Lembah Hamat, Afendi Hardina D. Ni’mah Haryana, Lia Helena Octavia Hernik Farisia Him’mawan Adi Nugroho Humairoh, Mega Fariziah Nur I Nyoman Sudana Degeng Ima Dwi Lailatul Firda Ima Fitriyah Imam Nur Aziz Imamyartha, David Imron Arifin Indri Astutik Januarius Mujianto Januarius Mujianto Jonathans, Peggy Magdalena Joni Alfin Julianda Julianda Kardi Nurhadi Kenny Shania Lestari R Khafshoh, Adira Lizaria Khansa, Maharani Khoiriyah Khoiriyah Khoiriyah Khoiriyah Khoirul Anwar Khotim Maslikah Khotim Maslikah Khulaifiyah Khulaifiyah, Khulaifiyah Khusnul Khotimah Komm Pechinthorn Kukuh Prayitno Subagyo Lailatun Nisvi Rizki Amalia Lilis Nur Hidayati Lina Hanifiyah Lucia Geneviave Bella Shinta Lulu Laela Amalia Lutfiyan Khusyabaroh M. Adnan Latief M. Ramli M. Zaini Miftah Maba, Aprezo Pardodi Mahbub, Moh. Arif Mandasari, Berlinda Mardhatillah Mardhatillah Maslikah, Khotim Meisa Diningrat, Syaiputra Wahyuda Meyga Agustia Nindya Miftahul Janah, Miftahul Mirjam Anugerahwati Mohammad Hamidi Masykur Muhammad Muchsin Afriyadi Muhari Muhari Murtafiah, Muhimatul Muslim, Abd. Hakim Mustofa, Mutmainnah Nadhifah, Siti Nahak, Kristina E. Noya Noverita Wahyuningsih Novianti, Hartia Nunung Suryati Nur Hayati Nur Hayati Nur Mukminatien Nurhidayati Nurkamilah Nurkamilah Nurul Atma Nurul Atma Octavia, Helena Peggy Magdalena Jonathans Priyatno Ardi, Priyatno Punaji Setyosari Putri, Elsa Desi Rachmadhany, Clarita Dianmonica Rachmi Sulistyarini Raisa Fadilla Rendhi Fatrisna Yuniar Ririn Pusparini Rizqi Khoirunnisa Rofiqoh Rofiqoh Rofiqoh Rofiqoh Roni Wibowo Rosyidah Rosyidah Saida Ulfa Saiful Marhaban Salsabila Gita Nurani Santi Erliana, Santi Saprudin Saprudin Sharif, Tengku Intan Suzila Tengku Shirly Rizki Kusumaningrum Sintha Tresnadewi Siti Muniroh Sri Rachmajanti Sri Rachmajanti Sri Wahyuningsih Sri Widayati Sri Wuli Fitriati Sriati Usman Suharmanto Suharyadi Supriyono, Yusup Suzila, Tengku Intan Syafik, Moh. Sylvia Sylvia Sylvia, Sylvia Taranindya Zulhi Amalia Taranindya Zulhi Amalia Taris, Tarisman Teguh Sulistyo Tengku Intan Suzila Tengku Intan Suzila Tengku Sharif Tengku Intan Suzila Tengku Sharif Tengku Intan Suzila Tengku Sharif Tengku Intan Suzila Tengku Sharif Tengku Intan Suzila Tengku Sharif Tommy Hastomo Triana Indrawini Ubaidillah, M. Faruq Ulil Fitriyah Uluul Khakiim Utari Praba Astuti Wahjoedi Wardani Dwi Suhastyanang Wijayanti, Erythrina Crista Willy Ardian Renandya Wiwiet Eva Savitri Wiwin, Darwin Yazid Basthomi Yeni Mardiyana Devanti Yunita Puspitasari Yunita Uswatun Khasanah Zaldi Harfal Zalva Fajhira Shabrina Putri